Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Sterchele, Camila Santos
 |
| Orientador(a): |
Marin, Alda Junqueira |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/19150
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Resumo: |
This dissertation discusses the conceptual changes in the area of school administration in recent years. Characterized as bibliographical, aims to clarify the persistent terminological confusion between school management and school administration, comparing the similarities and differences between the perspectives; detect which were the actual changes present in the literature - including the classic texts and current - and his expression of real difference in the actions proposed for schools, identifying characteristics relating to the exercise of power administrator / school manager. Based on the concept of cultural materialism proposed by Raymond Williams, used as a theoretical framework, this paper analyzes, through the terms used intentionally in the area in question, all mapped production. To meet the aims proposed was necessary: to survey depicting the scenery of the area from the production, decreasing the classic general management - Taylor and Fayol - and the school administration in Brazil - Ribeiro and Leon, with works published between 1930 and 1980 - showing points of contact and also differences; a mapping of the academic field in the area of school administration and school management, in the period between 1990 and 2015. It was defined this period to be just the beginning of the 1990s that the criticism of the school management model is strengthened, and debates democratic management gained prominence. From the late 1990s, managerialism began to permeate the educational policies and school routine, showing control mechanisms measured by standards of efficiency and productivity managed by international bodies. It was found that the words management and management were already present since the last century, revealing that the introduction in the Brazilian educational context did not represent innovation or the word or its meaning. The reintegration of those words did not occur unintentionally; He began to pervade the country in the 1980s in an attempt to democratize the country after the dictatorship, at which time qualifiers began to be emphasized: democratic, participative, strategic and autonomous. However, the stock continued the same: organize, command, execute, coordinate, plan, control. The presence of more convergences than divergences confirms the hypothesis that these changes are more symbolic than real |
